Educational game for teaching arithmetic



Dec. 15, 1931. K. A, QUER 1,836,870

EDUCATIONAL GAME FOR TEACHING ARITHMETIC Filed April 10, 1930 Patented Dec. 15, 1931 I UNITED STATES PATENT OFFICE Application filed April 10, 1930, Serial No. 448,127, and in Germanyfiseptember 3, 1928.

The invention relates to an educational or apart therefrom. In subtraction, the total game, for teaching arithmetic, characterized can be assembled in such away that the numby the combination of the following parts. bers representing the results are shewn by (a) A number of blocks of different sizes, a particular colour. In multiplication, a provided with sets of numerical representamultiple of one, two, three or more times the '55 tions consisting of spots, the blocks bearing given number can be taken, and assembled even numbers being rectangular, whilst those either on or outside the board. In division, bearing odd numbers except one are cut or stating how many times one number will away stepwise on one of the longer sides; go into another, the number to be divided is (b) A base board on which the blocks are' assembled from factors. laid, said board being divided into parallel Carrying over the tensno longer presents compartments of the same width as the the known difiiculties, being made quite clear blocks; to the pupil by means of the tens strip 0 (a) A strip, or the like, disposed on the disposed on the board, which segregates, in

base board at right angles to the longitudinal an intelligible manner, the item extending bedirection of the compartments, and dividing yond the next 10. them into two parts. By colouring the blocks differently on two The base board is provided with (prefersides, the multiple as well as the sum of two ably five) compartments, which are open at items can also be easily revealed. Thus, for

20 one end, are twice as long as a block provided example, 6 can be represented at one time with ten spots, and are coloured differently as a unit, by a red or yellow block, and also on opposite sides of the aforesaid strip diby a block with one red spot and a block with viding them in half. five yellow spots. It may also be represented As can be seen from the accompanying by a block with two red spots and another drawing, which illustrates a typical embodiwith three yellow spots may also be used. ment, the base board a displays five compart- Again, the combination with four red and two ments, the halves of which are denoted by yellow spots, and finally with five red spots 0? and 6 respectively. The length of each and one yellow, enables the number to be compartment is double that of a block arrepresented.

30 ranged to form a ten-spot unit. The com- For the use of the blind, the spots compartments are divided into halves by means posing the numerical pictures may be reof a strip 0, disposed above them, and are cessed, so that their value can be ascertained of different colours on each side of said by touch. In such case, the difierent colourstrip, those marked 03 being, for example, ing of the two sides is replaced by making 35 white, whilst those marked 6 are green. the one smooth and the other rough. .85

Moreover, by using several diiferently col- I claim: oured base boards, the values of high num- An educational game for teaching arithbers can be easily explained. Up to 100, metio comprising the combination of blocks the numbers can easily be made up of units of different sizes bearing numerical repre- 40 and tens blocks, whilst, for sums higher sentations of values from one to ten, the than 100, each filled board represents 100. blocks bearing even numbers being of uni- Moreover, the blocks and the board a enform width throughout their length and able the categories of the fundamental kinds those bearing odd numbers being at least of arithmetical calculation to be understood, partly of less width than the first mentioned 45 a point of importance being that this is blocks,abase board on which the blocks can efi'ected through the manipulations perbe laid, said board havin five parallel comformed by the pupils themselves. partments of equal lengtIi and open at one In the work of addition, the totals can be end, said compartments being twice as long made up of differently coloured blocks (nuas a block, representing the ten value and a 50 merical pictures) either on the board a itself, strip dividing each compartment transverse- 

